2017-2018 school accountability report...

1Kingsburg High Published:January 2018

SARC InformationEvery school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1st of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all Local Educational Agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in a LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.ca.gov/fg/aa/lc/.

• For additional information about the school, parents and community members should contact the school principal or the district office.

DataQuestDataQuest is an online data tool located on the CDE DataQuest Web page at <a href=”http://dq.cde.ca.gov/dataquest/”>http://dq.cde.ca.gov/dataquest/</a> that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

School Profile (School Year 2018-19)Kingsburg High School is one of three high schools, and the only comprehensive high school in the Kingsburg Joint Union High School District. Curriculum is focused on the Common Core Standards in each content area. We also have many electives and vocational education classes. The emphasis for daily instruction is on the Common Core standards, but we strive to not lose sight of the need to educate students holistically and offer enrichment and career education opportunities.

The school supports cultural awareness in many ways that include, but are not limited to: reading culturally diverse literature selections in English classes, the study of cultures, histories and influences in World History, the study of foreign languages, and our art department studies many cultural influences in world art. We also have a Multicultural Club.

School EnrollmentThe charts illustrate the enrollment by grade level and subgroup.

Kingsburg High School

Ryan Phelan,

2017-2018 School Accountability Report CardKingsburg Joint

Union High School District

www.kjuhsd.com

Principal

1900 18th Ave.Kingsburg, CA

93631(559) 897-5156

District Address:

[email protected]

(559) 897-5156

1900 18th Ave.Kingsburg, CA

93631

School Address:

10 62257 1033695

Don Shoemaker, Superintendent

[email protected]

Enrollment Trend by Grade Level2015-16 2016-17 2017-18

9th 277 269 277

10th 317 266 252

11th 267 302 262

12th 256 246 280

Total 1,117 1,083 1,071

Enrollment by Student Group2017-18

Percentage

Black or African American 0.7

American Indian or Alaska Native 0.7

Asian 3.3

Filipino 0.2

Hispanic or Latino 60.4

White 33.2

Two or More Races 1.6

EL Students 5.8

Socioeconomically Disadvantaged 43.3

Students with Disabilities 7.7

Foster Youth 0.4

2Kingsburg High Published: January 2018

Conditions of Learning State Priority: BasicThe SARC provides the following information relevant to the Basic State Priority (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;• Pupils have access to standards-aligned instructional materials; and• School facilities are maintained in good repair.

Teacher AssignmentThe district recruits and employs the most qualified credentialed teachers. This chart shows information about teacher credentials.

Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

School Facilities (School Year 2018-19)The community of Kingsburg passed a bond measure in June 2015 of approximately 13 million dollars for campus work to upgrade HVAC throughout the campus, campus infrastructure, technology infrastructure, a district-wide solar project, and the development of a 1:1 device program for students.

Prior to this bond, Kingsburg High School had undergone major improvements in its facilities due to community support for over 20 million dollars worth of bonds. Our academic and extra curricular facilities have all been upgraded or received completely new buildings or complexes. KHS has facilities that are second to none in the valley. Some of the academic improvements include a new: agriculture and arts building, science building, library media center, music wing and we have added a state of the art infrastructure for technology district-wide. Some of our extra curricular improvements include a new football/track/soccer stadium and softball complex. We have modernized our theater and old gymnasium. A new gym was completed in 2000. We have added seating to our tennis court complex and have made improvements to our baseball complex.

Every effort is made to meet all the demands of a multitude of co-curricular opportunities for students and to update and maintain a campus that is safe, clean and aesthetically pleasing. We are very proud of our shared community and school swimming pool. The entire community uses it widely and it allows for the opportunity for our students to enjoy water sports and learn water safety.

Clean School Processes: The superintendent, principal, and head of operations work daily with our utility staff of eleven full-time employees to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and that highest priority is given to emergency repairs. We have a dedicated staff that takes pride in their excellent work.

While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or are in the process of remediation. Data displayed in the chart was collected in December 2018.

Teacher Credential StatusSchool District

16-17 17-18 18-19 18-19

Fully Credentialed 55 56 0 0

Without Full Credentials 0 1 0 0

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 0

Misassignments/Vacancies16-17 17-18 18-19

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 1

Total Misassignments of Teachers 0 0 1

Vacant Teacher Positions 0 0 0

School Facility ConditionsDate of Last Inspection: 11/28/2018

Overall Summary of School Facility Conditions: Exemplary

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences) X


Instructional Materials (School Year 2018-19)Kingsburg Joint Union High District held a public hearing on September 10, 2018, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in December 2018 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

Pupil Outcomes State Priority: Pupil AchievementThe SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Bal-anced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

California Assessment of Student Performance and ProgressThe California Assessment of Student Performance and Progress (CAASPP) includes computer-based and paper-pencil assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. There is also an optional Standards-based Test in Spanish (STS) for Reading/Language Arts (RLA).

A new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS) has been developed. The California Standards Test and California Modified Assessment for Science are no longer administered. The new California Science Test (CAST) was piloted in spring 2017 and field tested during the 2017–18 school year. No student scores or aggregated results will be released until development of the test has been completed and reviewed. The CAST will be administered operationally during the 2018–19 school year.

The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as District assessments, classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

YearFrom Most

Recent Adoption%

Lacking

9th Algebra I Glencoe N/A Yes 0.0%

9th-12th Biology Pearson 2019 Yes 0.0%

10th-11th ELD Addison Wesley Prentice Hall 1994 Yes 0.0%

10th-11th ELD Addison Wesley Prentice Hall N/A Yes 0.0%

9th English/Language Arts Thompson 2009 Yes 0.0%

9th-10th Foreign Language Addison Wesley Prentice Hall N/A Yes 0.0%

10th-11th Foreign Language DC Heath 1994 Yes 0.0%

9th Foreign Language McDougal Littell N/A Yes 0.0%

11th-12th Foreign Language National Textbook Co. N/A Yes 0.0%

9th-12th Foreign Language Pearson N/A Yes 0.0%

9th-12th Mathematics Carnegie Learning 2013 Yes 0.0%

9th Physical Science Prentice Hall/Pearson 2006 Yes 0.0%

9th-12th Science Brooks/Cole 1990 Yes 0.0%

9th-12th Science Glencoe/McGraw Hill 2005 Yes 0.0%

9th-12th Science MacMillan/ McGraw Hill 2007 Yes 0.0%

9th-12th Science Pearson/Benjamin Cummings 2008 Yes 0.0%

11th Social Science/History Addison Wesley Prentice Hall N/A Yes 0.0%

11th-12th Social Science/History Houghton Mifflin N/A Yes 0.0%

11th-12th Social Science/History Pearson/Prentice Hall N/A Yes 0.0%

10th Social Science/History Prentice Hall N/A Yes 0.0%

10th-11th Social Science/History Wiley N/A Yes 0.0%


The first table displays the percent of students who met or exceeded state standards in English Language Arts/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11) for the past two school years.

The second table displays information on student achievement by student groups for the school in ELA and Mathematics with all grades combined (grades three through eight and eleven).

Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

College Entrance InfoThe school encourages students to continue their education past high school.

University of CaliforniaAdmission requirements for the UC follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work.

For general admissions requirements, please visit the UC Admissions Information Web page at http://admission.universityofcalifornia.edu/.

California State UniversityEligibility for admission to the CSU is determined by three factors:Specific high school coursesGrades in specified courses and test scoresGraduation from high school

Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml.

California Assessment of Student Performance and Progress Percent of Students Meeting or Exceeding the State Standards

Subject School District State

2016 2017 2018 2016 2017 2018 2016 2017 2018

English Language Arts/Literacy (Grades 3-8 and 11) 56 74 68 55 70 64 48 48 50

Mathematics (Grades 3-8 and 11) 28 41 37 27 38 33 36 37 38

Science (Grades 5, 8, and 10) 63 -- -- 59 -- -- 54 -- --

California Assessment of Student Performance and Progress English-Language Arts Mathematics

Student Groups Total Enrollment

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

All Students 248 243 97.98 68.31 246 99.19 37.4

Male 115 112 97.39 60.71 114 99.13 36.84

Female 133 131 98.50 74.81 132 99.25 37.88

Hispanic or Latino 138 136 98.55 58.82 137 99.28 22.63

White 90 87 96.67 78.16 89 98.89 53.93

Socioeconomically Disadvantaged 107 105 98.13 57.14 107 100.00 23.36

English Learners 26 22 84.62 18.18 25 96.15 0

Students with Disabilities 24 22 91.67 27.27 22 91.67 9.09


UC/CSU Course CompletionStudents are encouraged to take University of California/California State University (UC/CSU) A to G preparatory courses in order to provide them with the option to attend a four-year university. All students must pass each course with a grade no lower than a ‘C’. It is our goal to ensure that all students have as many post secondary options as possible and by insisting on a rigorous curriculum for all students hope to increase each students options upon high school graduation. To view the courses that are on the UC/CSU A-G list you may log on to www.ucop.edu/doorways/list

Career Technical Education (CTE) Programs (School Year 2017-18)The career planning program prepares students to succeed in real-world contexts through the development of conceptual thinking, effective communication, and the ability to apply knowledge and skills learned in the classroom. Students have access to multiple career pathways to prepare for college and career decisions. Instructors at our school have directed efforts toward establishing school-to-work structures within each curricular area for all students, including those with special needs. Advisors/Guidance Counselors offer additional support through various programs, including our four-year career education curriculum provided by our College and Career Center technician expert.

Career Technical Education programs consist of:

• Ag Mechanics• Keyboarding/Introducation to Business• Small Gas Engines• Ag Science• Applied Ag Biology• Virtual Enterprise• Certified Nursing Assistant• Journalism Production• Criminal Justice• Ornamental Horticulture• Auto• Crime Scene Investigation• First Aid• Advanced Animal Science• Wildland Fire Fighting• Digital Photography• Stagecraft Technology• Construction Technology• Urban/Rural Firefighting

The table displays information about participation in the school’s Career Technical Education (CTE) programs.

State Priority: Other Pupil AchievementThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):

• Pupil outcomes in the subject area of physical education

Physical Fitness (School Year 2017-18)In the spring of each year, each school is required by the state to administer a physical fitness test to all students in grade nine. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test.

Engagement State Priority: Parental InvolvementThe SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

• Efforts the school district makes to seek parent input in making deci-sions for the school district and each school-site.

Parent Involvement (School Year 2018-19)Kingsburg High School gratefully accepts time donated by volunteers in many areas of the school. All volunteers must be approved by the Board of Trustees and if they will be in a situation where they will be alone with students, they must be fingerprinted through the Department of Justice.

• The Library/Media Center welcomes parent volunteers.• Many parents volunteer their time to drive students to various events

such as sporting events, music events, etc.• During field trips, especially overnight field trips, parent chaperones

accompany the group. • Many parents and community groups volunteer to help us maintain

and improve our athletic facilities and fields. • Parents also volunteer to serve on our Site Council, Curriculum

Council, and other advisory groups.

Kingsburg High School is also fortunate to have many booster groups that support programs such as: music, drama, agriculture, and athletics.

The staff and students are blessed to have the level of involvement and support from our parents and our community as a whole.

We believe that it is so important for parents and community to be involved in our school and we hope that you will become active in our booster or advisory groups. We also hope you will attend our many events. Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact at Kingsburg High School at 897-5156.

State Priority: Pupil EngagementThe SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

• High school dropout rates and graduation rates.

UC/CSU Course EnrollmentPercentage

Students Enrolled in Courses Required for UC/CSU Admission (2017-18)

99.72%

Graduates Who Completed All Courses Required for UC/

CSU Admission (2016-17)44.63%

* Duplicated Count (one student can be enrolled in several courses).

Enrollment & Program Completion in Career/Technical Education (CTE) Programs (Carl Perkins Vocational and

Technical Education Act)Question Response

How many of the school’s pupils participated in CTE programs? 571

What percentage of the school’s pupils completed a CTE program and earned a high school diploma? 5.6%

What percentage of the school’s CTE courses are sequenced or articulated between the school and institutions of post secondary education?

25.8%

Percentage of Students in Healthy Fitness Zone2017-18

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

9 14.8% 33.3% 35.2%

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


Dropout & Graduation RatesKingsburg High believes that effective instruction consists of the continuous building of new concepts upon existing ones, and requires regular attendance and participation in all curricular areas. In hopes of preventing, and reducing dropouts, the following programs are made available to students: academic and personal counseling, academic interventions, SAP counselling, after school tutoring. We also offer flexibility for students to earn a diploma through one of three alternative programs: Continuation High School, Independent Study Program, and Adult Education.

The chart displays the graduation and dropout rates for the school, district, and state, for the most recent three-year period.

Completion of High School Graduation RequirementsThis table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which CDE has available data and met all state and local graduation requirements for grade twelve completion. Data from the 2016-17 school year was the most recent available at the time of publication.

State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates and expulsion rates; and• Other local measures on the sense of safety.

Discipline & Climate for LearningStudents at Kingsburg High are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy and acceptance of others. The goal of Kingsburg High School’s discipline program is to provide an environment that is safe and conducive to learning. Parents and students are informed of school rules and discipline policies through the Student Handbook which is given to each student at the beginning of the school year.

The staff of KHS utilizes Positive Behavior Intervention System (PBIS) and restorative Justice to teach students how to problem solve and resolve conflict in interpersonal relationships, both personal and professional. This skill set is invaluable as students prepare for their adult lives.

The table displays the suspension and expulsion rates for the last three years. Expulsions occur only when required by law or when all other alternatives are exhausted.

Students are encouraged to participate in the school’s additional academic and extracurricular activities, which are an integral part of the educational program. These school-wide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems. Extracurricular activities, clubs, and programs include but are not limited to:

• 22 varsity boys and girls athletic programs;• 14 Academic and activity-based clubs;• Music, Choir, and theater productions;• National Future Farmers of America (FFA)

The school’s interscholastic athletic program promotes individual and team-oriented achievement and self-esteem through school-sponsored teams that compete with other schools in the area. KHS staff recognizes and celebrates the achievements and successes of students and staff on a regular basis. Students are recognized for their achievements during the school year by posting their successes on the marquee in front of the school, sports awards nights, announcements and articles in the local Kingsburg newspapers as well as the school newspaper, reading their names in the daily bulletin, and senior awards night.

Our community and school supports student achievement with tremendous generosity in the way of scholarships for our seniors each year. In 2017-18, approximately $200,000+ was given to students to pursue post secondary educational opportunities.

Safe School Plan (School Year 2018-19)The safety of students and staff is of utmost importance for Kingsburg High School. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Safety Plan is reviewed and updated annually. The school’s disaster preparedness plan includes steps for ensuring the safety of students and staff during a disaster. Fire, lock down and disaster drills are conducted annually. Students are supervised before and after school, during break and lunch by administrative staff. There are areas for student drop off and pick up. Visitors must report to the office and be issued a visitor’s pass in order to be on campus during school hours.

School discipline procedures and expectations are outlined in a student handbook provided to all students and studied in detail by each 9th grade student. The handbook is also available on our web site. Additionally, every teacher provides students with their classroom expectations and grading procedures in writing at the beginning of each school year.

Kingsburg High School uses a four-step assertive discipline procedure to help students become responsible for attendance, tardies, and minor classroom infractions. It is the philosophy of this school’s board, administration, and staff that we will ensure that each student enjoys maximum learning opportunities in a positive and safe learning environment and that he/she does not interfere with the learning opportunities of others.

The Safe School Plan is updated and reviewed with all staff each year. The plan was last updated in September 2018. Security cameras have been placed throughout our campus to support our efforts to provide for maximum student and staff safety.

Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Graduation & Dropout RatesDropout Graduation

14-15 15-16 16-17 14-15 15-16 16-17

School 1.2% 1.2% 0.8% 97.6% 98.4% 99.2%

District 7.9% 3.9% 0.7% 90.3% 95.0% 91.7%

State 10.7% 9.7% 9.1% 82.3% 83.8% 82.7%

Completion of High School Graduation RequirementsSchool District State

All Students 98.4% 93.5% 88.7%

African American/Black 100% 66.7% 82.2%

American Indian or Alaska Native 100% 100% 82.8%

Asian 100% 100% 94.9%

Hispanic or Latino 96.4% 89.2% 86.5%

White 100% 100% 92.1%

Two or More Races 100% 100% 91.2%

English Learners 85.7% 60% 56.7%

Socioeconomically Disadvantaged 100% 92.7% 88.6%

Students with Disabilities 100% 81% 67.1%

Suspensions & ExpulsionsSuspensions Expulsions

15-16 16-17 17-18 15-16 16-17 17-18

School 3.38 2.37 4.46 0.25 0.18 0.18

District 3.81 3.12 4.34 0.32 0.25 0.25

State 3.65 3.65 3.51 0.09 0.09 0.08


Class SizeThe table indicates the average class size by subject area, as well as the number of classrooms that fall into each size category.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Kingsburg and Selma, which contain numerous computer workstations.

Staff DevelopmentStaff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then sharing their experiences and knowledge with district colleagues. The district dedicated 30 days to staff development annually for the past three years. Topics for staff development included: Common Core State Standards, reading across the curriculum, technology in the educational setting, differentiated instruction, the use of data to inform instruction, increasing parent communication, and utilizing research based instructional strategies across all curricular areas. The district dedicates three full days to staff development annually.

Advanced Placement Classes (School Year 2017-18)Kingsburg High encourages students to continue their education past high school. We offer Advanced Placement (AP) courses for those students seeking to qualify for college credit. Kingsburg High School offers 11 AP courses for students including English Language, Literature, World History, United States History, Government, Biology, Environmental Science, Chemistry, Calculus, Spanish, and Studio Art. Students achieving a score of 3, 4, or 5 on the final AP exams qualify for college credit at most of the nation’s colleges and universities.

Counseling & Support Staff (School Year 2017-18)It is the goal of the Kingsburg High School counseling staff to provide academic guidance that maximizes each student’s efforts towards high school graduation and helps to offer them multiple post secondary options. The College and Career Center is a vital part of student experience at Kingsburg High School and fully 95% of the students have had occasion to use this resource at least once a year.

In addition, the counseling staff supports students in their social and personal development. Every effort is made to give special attention to students who experience: academic difficulties, coping issues with personal problems, and trouble with decision making or in handling peer pressure.

The counseling staff also does crisis intervention in collaboration with other agencies as needed.

Marlene Pavlina - Head Counselor

Heather Apgar - Counselor

Note: One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Academic Counselor 2 2

Assistant Principal 2 2

Athletic Director 1 .5

Attendance Clerk 2 2

Band/Music Director 1 1

Bilingual Aide 1 1

Career Guidance Technician 1 1.0

Categorical Programs Facilitator 1 .2

Drama Coach 2 .2

Librarian/library media teacher 1 1

Paraprofessionals 5 2.5

Physical Education Teacher 3 2.75

Positive Attitude Adjustment Center Aide 1 .5

Psychologist 1 .2

Registrar 1 1

Resource Specialist Program (RSP) Teacher 2 1.5

RSP Paraprofessional 3 1.5

Speech Therapist 1 .2

Student Activities Director 1 .2

Technology Coordinator 1 .2

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

16 17 18 16 17 18 16 17 18 16 17 18

By Subject Area

English 24 24 25 14 14 9 34 33 37 - - -

Mathematics 23 22 23 16 25 20 19 17 23 1 - 1

Science 25 25 23 9 8 14 21 21 13 1 - 1

Social Science 28 28 28 2 2 - 27 25 27 - - -

Advanced Placement Classes# of Courses

English 5

Mathematics 2

Science 2

Social Science 3

Totals 12

Percent of Students in AP Courses

16.6%


District Revenue Sources (Fiscal Year 2017-18)In addition to general state funding, the district receives state and federal funding for the following categorical funds and other support programs:

Title I Title II, Part ASpecial Education VEALottery Ag IncentiveCalifornia Clean Energy Educator Effectiveness FundingCareer Technical Education College Readiness

District Expenditures (Fiscal Year 2016-17)The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, is not controlled by law or donor.

The California Department of Education issued guidance to the district in August 2018 regarding how to calculate school-level per-pupil expenditures that will be reported in the 2018-19 fiscal year.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

School Site Teacher Salaries (Fiscal Year 2016-17)The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.

Teacher & Administrative Salaries (Fiscal Year 2016-17)This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site.

Average Teacher SalariesSchool & District

School $80,120

District $80,120

Percentage of Variation -0%

School & State

All High School Districts $79,496

Percentage of Variation 0.8%

Average Salary InformationTeachers - Principal - Superintendent

2016-17 District State

Beginning Teachers $49,375 $48,783

Mid-Range Teachers $72,708 $80,177

Highest Teachers $96,444 $104,535

Elementary School Principals - $128,506

Middle School Principals - $154,350

High School Principals $129,430 $133,486

Superintendent $167,576 $181,868

Salaries as a Percentage of Total Budget

Teacher Salaries 36.0% 32.0%

Administrative Salaries 7.0% 6.0%

Expenditures per PupilSchool

Total Expenditures Per Pupil $8,389

From Supplemental/Restricted Sources $1,071

From Basic/Unrestricted Sources $7,318

District


Percentage of Variation between School & District -22.8%

State


Percentage of Variation between School & State 2.7%

2017-2018 school accountability report...

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